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Cowan, K., van Leeuwen, T. & Selander, S. (2024). Pandemic playthings: A multimodal perspective on toys and toy play in the time of COVID-19. Global Studies of Childhood, 14(1), 62-80
Open this publication in new window or tab >>Pandemic playthings: A multimodal perspective on toys and toy play in the time of COVID-19
2024 (English)In: Global Studies of Childhood, E-ISSN 2043-6106, Vol. 14, no 1, p. 62-80Article in journal (Refereed) Published
Abstract [en]

This article considers ways in which toys have featured in children’s play throughout the COVID-19 pandemic. Whilst often dismissed as trivial novelties, toys can be seen as a significant aspect of material culture, both reflecting and constructing ideas of childhood. A multimodal social semiotic perspective is used to examine a selection of toys produced between 2020 and 2022 that respond to the pandemic in various ways. The toys feature representations of the virus, of accessories for enacting pandemic practices such as mask-wearing and vaccination, and of pandemic ‘heroes’. In addition to these commercially produced toys, examples of toy play collected by the Play Observatory project from 2020 to 2022 are also analysed. These real-world instances demonstrate toys and everyday objects being used to playfully make sense of, and communicate understandings of, the COVID-19 pandemic. In combination, the examples reveal discourses embedded in the multimodal design of ‘pandemic playthings’ and ways in which toy play demonstrated children’s agentive meaning-making, including awareness and understandings of the pandemic they may not have articulated verbally. In this way, toys and toy play are seen as deeply meaningful, revealing stories about children and childhood in the time of COVID-19.

Keywords
play, toys, multimodality, semiotics, COVID-19
National Category
Pedagogy
Identifiers
urn:nbn:se:su:diva-228180 (URN)10.1177/20436106241233305 (DOI)001187119400003 ()2-s2.0-85186628523 (Scopus ID)
Available from: 2024-04-11 Created: 2024-04-11 Last updated: 2024-04-11Bibliographically approved
Insulander, E. & Selander, S. (Eds.). (2023). Att bli lärare (3ed.). Stockholm: Liber
Open this publication in new window or tab >>Att bli lärare
2023 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Att bli lärare är en grundläggande och heltäckande bok som blivande lärare kan använda genom hela utbildningen. Den ger en aktuell bild av läraryrkets möjligheter och utmaningar men blickar också framåt.

Boken består av fem olika delar som var och en är kopplade till aktuell forskning:

DEL 1 På väg mot lärarrollen (ledarskap, bedömning och inkludering)DEL 2 Lärandeperspektivet (hur kan man organisera meningsfullt lärande?)DEL 3 Professionen (uppdrag, framväxt och kunskapsgrund)DEL 4 På väg mot framtiden (hur organiserar vi en skola för framtiden?)DEL 5 Tre internationella utblickar (Finland, Chile och Singapore)Sammantaget ger texterna hela den bredd av kunskaper som en lärare behöver tillägna sig under utbildningen. Boken är ett stöd i den utbildningsvetenskapliga kärnan (UVK) men fungerar också som en första introduktion till de ämnesdidaktiska frågorna. Mot bakgrund av covid-19-pandemin och en ny läroplan (Lgr22) finns i den tredje upplagan tillägg bland annat gällande datalitteracitet, normkritisk pedagogik, kunskapsområdet sexualitet, samtycke och relationer samt riktlinjer för betygssättning.

Boken kan användas som en ingång för att få översikt över ett område och som en uppslagsbok för olika centrala frågor som kan dyka upp under utbildningens gång. Till boken hör också digitala case som ger möjlighet att öva förmågan att samtala med en elev, en lärarkollega eller en förälder om olika dilemman som blivande lärare kan komma att möta i sin framtida yrkesutövning.

Place, publisher, year, edition, pages
Stockholm: Liber, 2023. p. 346 Edition: 3
National Category
Pedagogy
Identifiers
urn:nbn:se:su:diva-216184 (URN)978-91-47-14748-9 (ISBN)
Available from: 2023-04-06 Created: 2023-04-06 Last updated: 2023-04-11Bibliographically approved
Ebbelind, A., Palmer, H., Danielsson, K., Wernholm, M., Patron, E. & Selander, S. (2023). Bedömning i förskolan. In: Susanne Kjällander, Bim Riddersporre, Jonas Stier (Ed.), Den utbildningsvetenskapliga kärnan i förskolan: (pp. 316-334). Natur och kultur
Open this publication in new window or tab >>Bedömning i förskolan
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2023 (Swedish)In: Den utbildningsvetenskapliga kärnan i förskolan / [ed] Susanne Kjällander, Bim Riddersporre, Jonas Stier, Natur och kultur, 2023, p. 316-334Chapter in book (Other academic)
Place, publisher, year, edition, pages
Natur och kultur, 2023
National Category
Human Computer Interaction
Research subject
Computer and Systems Sciences
Identifiers
urn:nbn:se:su:diva-224933 (URN)978-91-27-46487-2 (ISBN)
Available from: 2024-01-02 Created: 2024-01-02 Last updated: 2024-01-04Bibliographically approved
Slotte, A., Wallinheimo, K., Fors, U., Hägglund, S. & Selander, S. (2023). On the threshold of future learning: Student teachersʼ experiences of virtual educational simulation. Nordic Journal of Digital Literacy, 18(2), 85-99
Open this publication in new window or tab >>On the threshold of future learning: Student teachersʼ experiences of virtual educational simulation
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2023 (English)In: Nordic Journal of Digital Literacy, E-ISSN 1891-943X, Vol. 18, no 2, p. 85-99Article in journal (Refereed) Published
Abstract [en]

This article presents an example of how teacher education could be supported by way of a digital simulation program that provides practical competence in dealing with challenging teaching situations. Virtual simulations are still relatively uncommon in teacher education. A major benefit is that they allow for individualised feedback, which is generally considered an important component of learning. The aim of the study was to deepen understanding of how student teachers experience, and think about, the use of Virtual Educational Simulation (VES). The simulation in question was developed for teacher education during 2018–2019. For the empirical study, six Masterʼs-level student teachers were interviewed after running a simulated case where they encounter two virtual pupils having challenges with subject literacy. We used inductive qualitative content analysis in addressing the two research questions: How did the students experience specific topics of the VES design and the procedure, namely navigation, content, introductory elements, interaction, experience of the VES case as a real-life situation, assessment, feedback and student collaboration? What themes did the students topicalise in relation to their learning? The results indicate a positive attitude to VES in teacher training, although the students noted some limitations within the design of the program. Many of their comments about the design relate to their own development and learning as student teachers. Three themes emerged in their topicalisation of learning: the importance of relating to pupilsʼ experiences and earlier knowledge, the need to pay attention to the individual student, and the key role of interaction with the teacher. Our findings confirm the importance of reflection and interaction in simulation programs with virtual cases.

Keywords
teacher training, virtual education simulation, student teachers, designs for learning
National Category
Information Systems
Research subject
Computer and Systems Sciences
Identifiers
urn:nbn:se:su:diva-223512 (URN)10.18261/njdl.18.2.2 (DOI)2-s2.0-85164623593 (Scopus ID)
Available from: 2023-10-31 Created: 2023-10-31 Last updated: 2023-11-01Bibliographically approved
Björklund Boistrup, L. & Selander, S. (Eds.). (2022). Designs for research, teaching and learning: A framework for future education. Routledge
Open this publication in new window or tab >>Designs for research, teaching and learning: A framework for future education
2022 (English)Collection (editor) (Refereed)
Abstract [en]

This book offers a coherent theoretical and multimodal perspective on research, teaching, and learning in different non-formal, semi-formal, and formal learning environments. Drawing on examples across a range of different settings, the book provides a conceptual framework for research on learning in different environments. It provides conceptual models around learning design which act as a framework for  how  to  think  about  contemporary  learning,  a  guideline  for  how  to  do  research on learning in different sites, and a tool for innovative, collaborative design with other professionals. The book highlights concepts like multimodal knowledge representations; framing and setting; transformation, transduction, and re-design; signs of learning and cultures of recognition in different social contexts. The  book  supports  innovative  thinking  on  how  we  understand  learning,  and will appeal to academics, scholars, and postgraduate students in the fields of education research and theory, learning sciences, and multimodal and social semiotics. It will also be of interest to school leaders, university provosts, and professionals working in education. 

Place, publisher, year, edition, pages
Routledge, 2022. p. 182
National Category
Other Computer and Information Science
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-207468 (URN)10.4324/9781003096498 (DOI)978-1-003-09649-8 (ISBN)
Available from: 2022-07-20 Created: 2022-07-20 Last updated: 2022-07-27Bibliographically approved
Brooks, E., Dau, S. & Selander, S. (2022). Perspectives on Innovative Designs and Learning. In: Eva Brooks; Jeanette Sjöberg; Anders Kalsgaard Møller (Ed.), Design, Learning, and Innovation: 6th EAI International Conference, DLI 2021, Virtual Event, December 10-11, 2021, Proceedings. Paper presented at 6th European Alliance for Innovation (EAI) International Conference on Design, Learning & Innovation (DLI 2021), virtual, 10-11 December, 2021 (pp. 183-194). Cham: Springer
Open this publication in new window or tab >>Perspectives on Innovative Designs and Learning
2022 (English)In: Design, Learning, and Innovation: 6th EAI International Conference, DLI 2021, Virtual Event, December 10-11, 2021, Proceedings / [ed] Eva Brooks; Jeanette Sjöberg; Anders Kalsgaard Møller, Cham: Springer, 2022, p. 183-194Conference paper, Published paper (Refereed)
Abstract [en]

Digitalization has changed ways of learning as well as challenged conditions for creativity in different landscapes of learning. This raises questions about how to approach learning and design in new ways. To address these queries, this conceptual symposium paper presents three perspectives on how innovative designs and learning in analogue and digital activities can promote new metaphors, theories, and methodologies to study these kinds of processes. The first perspective adds a focus on the environment and spaces based on ecological understanding of design and learning with a pivot point on boundaries and people’s wayfinding. The second perspective adds a focus on activities with artifacts and people’s engagement in creative and playful processes of making and breaking as part of a design and learning process. The third perspective takes the position of collaborative design in educational settings, with a focus on context and sequences, framing and fixing points, and on the choice of material and semiotic resources to express/represent knowledge. Despite differences in these perspectives, they can be used in different educational practices to understand people’s engagement in design and learning. The paper shows that differences in perspectives not necessarily represent division or disagreement, but rather exploratory routes that can generate new learning, understanding and resources to approach societal and educational challenges.

Place, publisher, year, edition, pages
Cham: Springer, 2022
Series
Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, ISSN 1867-8211, E-ISSN 1867-822X ; 435
Keywords
Innovative designs, Learning, Knowledge representations, Learning ecology, Wayfinding, Play, Exploration, Material interaction
National Category
Educational Sciences Design
Identifiers
urn:nbn:se:su:diva-212846 (URN)10.1007/978-3-031-06675-7_14 (DOI)2-s2.0-85131932809 (Scopus ID)978-3-031-06674-0 (ISBN)978-3-031-06675-7 (ISBN)
Conference
6th European Alliance for Innovation (EAI) International Conference on Design, Learning & Innovation (DLI 2021), virtual, 10-11 December, 2021
Available from: 2022-12-13 Created: 2022-12-13 Last updated: 2022-12-13Bibliographically approved
Selander, S. (2022). The role of bodily experience for learning designs. In: Anja Kraus; Christoph Wulf (Ed.), The Palgrave handbook of embodiment and learning: (pp. 407-418). Palgrave Macmillan
Open this publication in new window or tab >>The role of bodily experience for learning designs
2022 (English)In: The Palgrave handbook of embodiment and learning / [ed] Anja Kraus; Christoph Wulf, Palgrave Macmillan , 2022, p. 407-418Chapter in book (Refereed)
Abstract [en]

In the European history of ideas we see a long and strong tradition concerning the division between the body and the soul, or in a more modern form, between the body and consciousness. In educational contexts, the discipline of the body has been seen as a prerequisite for the development of theoretical knowledge. Practical knowledge, on the other hand, has had a somewhat lower status, with a focus on sports, music, arts, and vocational education. In this chapter, this division between theory and practice is critically discussed in order to establish a more up-to-date understanding of learning designs.

Place, publisher, year, edition, pages
Palgrave Macmillan, 2022
Keywords
Discipline of the body, Theoretical knowledge, Practical knowledge, Learning designs
National Category
Information Systems, Social aspects
Research subject
Computer and Systems Sciences
Identifiers
urn:nbn:se:su:diva-213205 (URN)10.1007/978-3-030-93001-1_25 (DOI)978-3-030-93000-4 (ISBN)978-3-030-93001-1 (ISBN)
Available from: 2022-12-22 Created: 2022-12-22 Last updated: 2023-01-02Bibliographically approved
Selander, S. (2021). A design-theoretic and multimodal approach to language teaching and learning. In: Sophia Diamantopoulou; Sigrid Ørevik (Ed.), Multimodality in English learning: (pp. 16-27). Routledge
Open this publication in new window or tab >>A design-theoretic and multimodal approach to language teaching and learning
2021 (English)In: Multimodality in English learning / [ed] Sophia Diamantopoulou; Sigrid Ørevik, Routledge , 2021, p. 16-27Chapter in book (Refereed)
Place, publisher, year, edition, pages
Routledge, 2021
National Category
Information Systems
Research subject
Computer and Systems Sciences
Identifiers
urn:nbn:se:su:diva-213244 (URN)10.4324/9781003155300-2 (DOI)9780367725532 (ISBN)9781003155300 (ISBN)
Available from: 2022-12-28 Created: 2022-12-28 Last updated: 2023-01-02Bibliographically approved
Selander, S. & Kress, G. (2021). Design för lärande: ett multimodalt perspektiv (3ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Design för lärande: ett multimodalt perspektiv
2021 (Swedish)Book (Other academic)
Abstract [sv]

Kommunikation och information är idag digital, global och multimodal, detta påverkar skola och lärande. I denna bok presenteras ett perspektiv som gör det möjligt att förflytta blicken och se lärande på ett delvis nytt sätt. Design för lärande bidrar till en djupare förståelse för de utmaningar som skola och utbildning står inför idag.Utifrån ett teoretiskt, multimodalt och designorienterat perspektiv ger boken flera olika exempel på kunskapsrepresentationen, lärresurser och lärande i olika icke-formella, semi-formella och formella lärmiljöer – med blicken riktad mot framtida lärmiljöer och nya kompetenser för ett hållbart samhälle. Design för lärande vänder sig till lärarstuderande, lärarutbildare och lärare i fortbildning, men också till lärare och forskare i didaktik, pedagogik, kommunikationsvetenskap och socialsemiotik.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021. p. 163 Edition: 3
National Category
Human Aspects of ICT
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-200458 (URN)9789144155951 (ISBN)
Available from: 2022-01-05 Created: 2022-01-05 Last updated: 2023-07-21Bibliographically approved
Selander, S., Insulander, E., Anna-Lena, K., Lindstrand, F. & West, T. (2021). Designs for learning - designs in learning. In: Gunther Kress; Staffan Selander; Roger Säljö; Christoph Wulf (Ed.), Learning as Social Practice: Beyond Education as an Individual Enterprise (pp. 30-69). London: Routledge
Open this publication in new window or tab >>Designs for learning - designs in learning
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2021 (English)In: Learning as Social Practice: Beyond Education as an Individual Enterprise / [ed] Gunther Kress; Staffan Selander; Roger Säljö; Christoph Wulf, London: Routledge, 2021, p. 30-69Chapter in book (Refereed)
Abstract [en]

In the modern era during the twentieth century, much has been written about teaching and learning. However, much of this seems obsolete in our contemporary hybrid society. Interaction design focuses on theory-informed, collaborative work between researchers and the users, as in the example of museums below or, as in a school context, between teachers and learners. Learning Design Sequences is a theoretical map for the purpose of analyzing significant incidents in learning process, in a process of meaning-making. The chivalrous reward chart is designed as a printable sheet presenting the 12 “rules” of the chivalrous code multimodally, in writing and images. Pelf was navigating through space making selections from the modes and media available in the exhibition, in a process of meaning-making. Language, mathematic symbols and musical notation are examples of sign systems often regarded as objective knowledge representations enabling us to communicate our understanding of specific aspects of the world.

Place, publisher, year, edition, pages
London: Routledge, 2021
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:su:diva-196579 (URN)10.4324/9781003139188-3 (DOI)9780367688240 (ISBN)9781003139188 (ISBN)
Available from: 2021-09-08 Created: 2021-09-08 Last updated: 2023-11-29Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4078-5458

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